Purpose
Group descriptive details together and keep limits or questions in a separate paragraph.
Prepare
Source: R1, R2. Read the preparation notes. Plain paper and a familiar communication system are enough. Child choices · Optional home start · Optional extras.
Teach the 25-minute core
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Bring back a Day21 detail. Ask “Where would a reader look for what we know, and what we still need?”
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Read R2. Give the first paragraph the job “pictured details” and the second “limits and next question”. Physically separate two paper strips or use a spoken pause; no cutting is needed.
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Model moving an age question out of the detail paragraph. Join two related clauses: “The edge has a notch, and four lines sit inside the outline.” Check both clauses have a subject and verb. Demonstrate the word routine.
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Choose a route and make two small paragraphs or two labelled parts. A child can arrange dictated strips, type, draw with captions or construct AAC messages. Do not reward copied model text as new composition.
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Confer with a focus group about one grouping choice. Ask the pupil to read or explain their own wording; assess spelling only where they actually produced it. Provide reading support without changing what was composed.
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A partner or adult checks where a detail can be found. The author chooses whether to change it. Keep before and after versions, including a “kept it because…” decision.
Taught-point word work
Revisit shape → shaping and note → noting: remove a final silent e before ing in these examples. Contrast mark → marking. Show the base and new spelling, blend and read using taught patterns, then use the words in a sentence. These examples do not claim a rule for every suffix.
Three meaningful practice routes
A · Display label
Use R1. Make a short detail paragraph and a separate question paragraph for a visitor.
B · Repair note
Invented record: a toy cart drawing has one missing handle and two wheels drawn. No inside view is supplied. Group visible details, then questions for a fictional repairer; no real repair is attempted.
C · Costume inventory
Invented record: a cape drawing has a star patch and two ties. No size is recorded. Make one part about details and another about what a costume organiser should check.
Two additional teaching examples
C05 · Food picture
A drawing shows a round bun with dots. Detail and ingredient questions belong in different groups; the drawing does not establish ingredients or allergy safety.
C06 · Workshop sign
A fictional shelf label lists paper and card. A question about glue belongs with things to check, not with the listed supplies.
Component evidence and next teaching
Look for: Groups related ideas and distinguishes the detail group from limits or questions.
Interpretation: The paragraph jobs matter more than length. A question paragraph may contain a single clear sentence. An unrelated fact should not be added just to fill space.
Next teaching: If mixed, sort the child’s own statements on two sheets and reread each group. If clear, remove repetitive details and check that the remaining sentences still serve the paragraph’s job.
National links: AC9E3LA04, AC9E3LA06, AC9E3LA08, AC9E3LY06, AC9E3LY10. These are partial opportunities; see the exact map and limits.
Record the actual response and help given; leave unobserved reading, spelling, handwriting and delivery unscored. Separate checks and criteria.
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